SKKN APPLYING SHADOWING TECHNIQUES TO IMPROVE ENGLISH PRONUNCIATION FOR ETHNIC STUDENTS AT QUY HOP HIGH SCHOOL QUY HOP DISTRICT, NGHE AN PROVINCE

TEACHING INITIATIVE “APPLYING SHADOWING TECHNIQUES TO IMPROVE ENGLISH PRONUNCIATION FOR ETHNIC STUDENTS AT QUY HOP HIGH SCHOOL QUY HOP DISTRICT, NGHE AN PROVINCE”... NGHE AN DEPARTMEN

TEACHING INITIATIVE

“APPLYING SHADOWING TECHNIQUES

TO IMPROVE ENGLISH PRONUNCIATION FOR ETHNIC STUDENTS AT QUY HOP HIGH SCHOOL QUY HOP DISTRICT, NGHE AN PROVINCE”

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

QUY HOP UPPER-SECONDARY SCHOOL

TEACHING INITIATIVE

“APPLYING SHADOWING TECHNIQUES

TO IMPROVE ENGLISH PRONUNCIATION FOR ETHNIC STUDENTS AT QUY HOP HIGH SCHOOL

QUY HOP DISTRICT, NGHE AN PROVINCE”

Author : NGUYEN THE ANH- Group : LITERATURE-ENGLISH

Subject: ENGLISH Tel: 0383.373.577

Nghe An, 2021-2022

1.4 Methods of conducting, time of research 4

II The reality of teaching and learning Shadowing in high

school, the feasibility of the topic

1 Speech shadowing helps in better pronunciation 10

2 Improves vocabulary of the target language 10

3 Students can gain fluency of the language by using

speech shadowing

11

4 Creates an impression of the sentence structures in mind 11

6 Good implementation of pronunciation process 11

a Regarding the rule-based approach to studying for the

National High School

13

7.4 Some other notes 21

3 How to determine the main stress of the word 27

4.1.Some illustrations using Shadowing technique in the

pronununciation teaching part in each unit (ENGLISH 10)

for mountainous ethnic students in Quy Hop district in

4.5.The students’ opinions toward the lessons with

shadowing methods

36

4.6 Some pictures of the class related to shadowing in

English pronunciation in Quy Hop high school

38

a-Some channels that students can participate in learning by

level from easy to difficult

By the end of grades 8, 9, they were familiar with some simple words and sentence patterns In 10th grade they continue with more words and longer sentence patterns and more complex pronunciation and intonation Therefore, the correct pronunciation helps students to be more confident while speaking, as well

as in group activities, and if they speak correctly, they will write correctly and knowledge is easier to inculcate and that is also the foundation a solid foundation for them to move to the next grade with a higher amount of knowledge Starting from the object of the teaching process are high school students in mountainous areas, learning English is completely new and their sense of learning is not high , affecting the quality of teaching and learning During the teaching process, I noticed that the students still had many difficulties in pronunciation Pronunciation plays a very important role in learning foreign languages in general and English in particular knowledge

The method of teaching good pronunciation in high school English by the Shadowing method in particular Pronunciation is the foundation for both speaking and listening skills of learners With good pronunciation, learners will be more confident when speaking and listening better Pronunciation is considered the first important thing, and being able to pronounce and speak is the basis of communication If you are used to mispronouncing, or don't remember how to pronounce it, especially difficult words or words with many syllables This has caused many children to lack confidence when speaking, leading to less fluent English and poorer listening Because they can't read that word, they have a heavy mentality that they don't want to read As a subject teacher, I encourage and create

a comfortable atmosphere, and especially I use pictures, visual aids or funny images to create words or sentences that make students enjoy learning and prefer reading So how do students pronounce English better? This is a question that requires English teachers in general and myself in particular to answer with many different methods to help students pronounce and practice better pronunciation

Pronunciation is one of the most basic and important language skills for English learners, good pronunciation creates confidence in communication People who use English with correct pronunciation can make the other person understand what they are saying, and at the same time understand the other person more easily and accurately Language skills are always closely related, and one skill supports another Correct pronunciation is therefore not only good for speaking skills, but also for better listening comprehension However, pronunciation is also a difficult skill Without regular, active guidance and practice, progress will be virtually impossible

Vietnam is gradually developing and integrating into the world, so English is

an important and official language after Vietnamese Nowadays people are trying

to improve their English to improve their understanding students learn to develop themselves Therefore, they have to master basic knowledge when studying in class and at the same time, they must read texts or communicate at a basic level Especially Vietnamese people's pronunciation is not standard, especially ethnic students In the process of teaching English in Quy Hop district, I found that the students' pronunciation was slower than that of students in urban areas That's why

I chose the topic: “Applying Shadowing techniques to improve English pronunciation for ethnic students at Quy Hop High School, Quy Hop district, Nghe An province”I find it practical and practical with the conditions of teaching

and learning with students in the basic classes of a suitable Quy Hop high school,

especially in the current situation, the covid 19 epidemic

1.2 Rationale

Students from Quy Hop High School in Nghe An province are mainly from the Thai-Thanh Tho ethnic groups who have little contact with English, so their learning to speak and pronounce English is worse than in urban areas Besides, the situation is still poor, so the acquisition is slow, so I focus on teaching them this method, I find it suitable for them and for the basic classes of the school from the 10th graders

The students are still poor in pronunciation, especially the stress in English words, they have not mastered the stress of words and the stress of sentences, and when reading, they can't emphasize the intonation in the sentence, they don't know how to determine the rules pronunciation when adding a prefix or suffix especially the change in intonation when speaking such as raising or lowering the voice when speaking and when reading When learning English, mountainous ethnic students often think that they just need to pronounce words correctly without paying attention to rhythm, phonetics, and intonation In fact, correct pronunciation of words is only a necessary but not sufficient condition In English sayings, there is a different phenomenon, but still "stressed" appearing almost equally spaced in the flow of sound, between them is still speaking quickly and

passing - without emphasis, giving listeners feel that the British speak faster than the Vietnamese In a normal English sentence, the words that have meaning, have the main expression content are often "stressed" Different types of sentences use different intonations The reading accuracy is not high, and the intonation is not correct Because they have not grasped the background knowledge, the practice is not really effective, causing difficulties with teachers According to the curriculum distribution, teachers not only teach one skill but have to smoothly and effectively coordinate many skills in one lesson

Shadowing has been widely utilized in English language teaching classes, especially in interpretation training courses for decades and has become a topic of avid interest to various researchers such as Lambert (1992), Murphey (1995, 2001), Shiota (2012), and Hamada (2014) However, there has been no research conducted on the effect of implementing shadowing on fluency improvement in English interpretation in Vietnam

1.3 Practical basis and solutions:

Through several years of teaching English in high school, I have realized the fact that most of the most popular students are mountainous students who are afraid to study English, they often feel stressed During school hours, after graduation, it is impossible to communicate with the foreign language that they have learned Often when starting a new school level (University, College) or when necessary, they must start again Moreover,the communication environment is limited, when the situation happens (for example, meeting a foreigner or an English speaker), they cannot communicate, many of them say that they are afraid to speak English

Particularly for “ grade 10 students of the school year 2021 – 2022” in my teaching lessons ,most of the students were afraid of pronunciation and thought this was too difficult for them Through pronuciation lessons, I also know that in the lower secondary classes, they are rarely listen to cassette tapes or watch video on Youtube and pronuciation lessons have not been focused their pronuciation and exercises are weak

From the reasons are mentioned above with what I learned after a teaching process,

I would like to give some experiences to organize teaching English to grade 10- the program is more reasonable and effective and promoting the best knowledge and capacity of students

Because of the local characteristics of the western mountainous district of Nghe

An, teaching still has many limitations, teachers still have many difficulties, students have to go to school far away, especially during the prolonged time of the covid-19 epidemic, online learning is really It's hard for both teachers and students The internet is not stable due to the mountainous terrain Some students don't have computers or phones, so they have to go to their friends' houses together So I think

shadowing is an effective method for students in the region mountains, especially Quy Hop district, Nghe An province, and after a period of study, the children have basically improved their pronunciation

- Applying Shadowing techniques to improve English pronunciation for ethnic students at Quy Hop High School in textbook Tieng Anh 10 by information-gap activities to facilitate the teaching of pronunciation skills for 10th grade students in mountainous high schools

-Students can aim for correct pronunciation when performing Shadowing technique When practicing repetition, trying to imitate the same English sounds, learners are also training their bodies to get used to creating these sounds, thereby being able to build an English accent close to the native voice language

-The intonation when speaking the language of the learner can be significantly improved by the technique of Shadowing Prosody includes intonation, stress, loudness variations, pausing, and rhythm - Shadowing technique helps students to increase their ability to speak fluently

-“Shadowing” helps to create connections in the brain when establishing sounds, words and sentences quickly and accurately, so this technique helps students in Quy Hop to form better reflexes when speaking This is very important

if learners want to improve their fluency in English pronuciation

1.4 Methods of conducting, time of research:

This method can be applied to all mountainous students at Quyhop High School in Quy Hop District, Nghe An Province, it's easy to implement with students, but it brings certain effects Students can do it many times according to

1.4.2 Research scope, subjects and duration

This method can be applied to all students in mountainous areas with B1 level Easy to implement with students but it brings certain effects Students can do

it many times according to teachers

-Age of participation 15-16 years old -All students from 10th grade (10D2/10D3/10D4 and 10D5 classes) in Quy Hop High School - Quy Hop district (a moutainous school) in Nghe An Province

*There are two important questions to be answered:

1 What are students’ attitudes towards Shadowing techniques ?

2 How do Shadowing techniques affect high school students’English pronunciation?

The survey is conducted in secret according to the 6 weeks assigned to teachers and students The person assigned to carry out the secret re-examination and evaluation (no need to publish because of ethical standards)

*Choose Topic research:October 18th 2021 (From week 1 of November 2021) Month of thesis completion: April 20th 2022

Week 1: Surveying the actual situation of students in the 10th grade basic classes

10D2,10D3,1OD4,10D5

Week 2: Preparing content related to “Shadowing techniques” to apply in teaching

and prepare lesson planning

Week 3: experimental/trial teaching in basic classes

Week 4: Distributing survey evaluation sheets to teachers and students, instructing

how to evaluate surveys and apply “Shadowing techniques” to teaching English

Week5: Collecting the survey : Collaborate with teachers and students to

summarize the results

Week 6: Collaborating with the English teacher to summarize the results and write

a report on the results, findings and discussion through pronunciation-shadowing –repetition

+Results from questionnaires

- Results from pre-test

-Results from post-test

-Subconclusion from the comparison of the Pre- and Post test results

II The reality of teaching and learning pronunciation in high school, the feasibility of the topic:

2.1 For teachers:

-This is an effective pronuciation method

-We are changing textbooks and teaching methods If we do not find effective method for pronunciation , the use of textbooks will not achieve good results and the objective will not be completed

Communication methods are very easy to implement and suitable for each unit of instruction in textbooks

Teachers can combine many skills for their lesson to make the lesson more lively The communication method will help students to be attracted to the lecture, stimulate the creativity in learning, especially effective for mixed-level classes With some methods, this topic helps teachers improve teaching and learning methods Bringing on effective teaching: Students are at the center of education Teachers always encourage them to be creative in learning,students are not passive in acquiring knowledge

2.2 For students:

Students will benefit from new teaching They will participate in their lessons practicably and creatively The pronunciation lessons will become more attractive, exciting and rewarding for weak students with learning ability to feel more confident when pronouncing English words

Applying a communication method helps children to overcome language barriers, participating in the communication environment

The weak students do not feel the distance in learning, they can be more confident in their ability to participate in the lesson

Teaching “pronuciation ” and communication methods encourage the development of other skills: “reading, writing, speaking

Students and parents have begun to recognize the importance of learning English from grade 10 , so there has been an interest and investment in many aspects for this subject, it is no longer considered a secondary subject as before The school is well-equiped with good facilities such as multi-purpose projector rooms, books, tapes and radios and televisions to make the teaching methods are easier and effective

PART II CONTENT OF TEACHING EXPERIENCE:

I Purpose of teaching:

The purpose of teaching foreign languages not only provides students with the knowledge of that language but also teaches students the ability to communicate in English.Teaching English is now much focus on the four skills: Reading, speaking, listening and writing of which listening and speaking needs corecct pronunciation

to be mastered This must be practised through the process of learning and practising in an English language environment In addition to studying at the school, students must learn to pronunce through different ways outside the classroom

+ The topic contributes to finding a suitable and effective methods to teach pronunciation to grade 10 English books - Basic grade

+ Contribute to clear the rationale for improving the teaching method in pronunciation

II The basic elements directly affect the effectiveness of pronunciation lessons:

- Choose and use techniques appropriate to each content of the lesson

- Organizing and controlling classes, allowing reasonable time

- Using means proficiently and teaching aids for teaching and listening

- Create appropriate teaching aids for teaching

- Inspire, attract to students

2.2 Shadowing techniques: Shadowing method (shadowing technique) is

regulated by the listening and pronunciation content, in other words , the content

of the lesson is listening and pronuncing the selection, applying the methods and teaching techniques Each teaching technique is suitable for a specific form of

teaching (teaching listening, speaking, pronunciation )

Shadowing technique diagram

2.3 Definition of Shadowing method:

- “Shadowing” has benefits beyond just pronunciation You eventually

assimilate the vocabulary and structures used in your text in a very natural way, and when you speak later you can call on those to really boost your fluency

Language learning is such a multi-faceted process that there are as many ways to

learn as there are languages themselves (Yassir sahnoun Shadowing Magic: An

Amazing Language Learning Technique)

- Hamada, Y (2011) Improvement of listening comprehension skills

through shadowing with difficult material The Journal of Asia TEFL talk about the method as follows:

- Some of the most effective techniques are the simplest in terms of execution

There’s nothing earth-shattering about the shadowing technique, but it stimulates

so much of a language learner’s brain that it becomes a very effective use of time

- “Shadowing” is an act or task of listening in which the learner tracks the heard speech and repeats it as exactly as possible while listening attentively to the in

coming information (Tamai, 2005)

-Defined by Lambert (1992), shadowing entails a paced tracking of the

heard speech in parrot-style, the word-for-word repetition of a piece of information

in one language, through the headphones Originally, shadowing is a technique used by cognitive psychologists and neuropsychologists, and utilized as a method

to improve simultaneous interpretation skills However, Hamada (2011) argues that Lambert’s (1992) definition does not encompass cognitive processes, a significant concept of shadowing He claims that shadowing should be deemed as “an active and highly cognitive activity” (p 140) rather than the auditory repetition

-According to Tamai (2005), “shadowing is an act or task of listening in

which the learner tracks the heard speech and repeats it as exactly as possible while listening attentively to the incoming information” (p.181)

-This definition highlights the importance of active attention to in-coming sound during the linguistic process in the human brain Therefore, it is more suitable to apply shadowing practice in language classes.Shadowing can be

actualized in various forms, including complete, selective and interactive

shadowing (Murphey, 2001)

- Nguyen Thi Huyen, Nguyen Thi Minh Thao, Tran Thi Dung, Nguyen Tam

Trang (2020) Shadowing and Interpreting Performaneces of English-majored students Hanoi National University of Education explains the method as

follows:

- “Shadowing” has been widely utilized in English language teaching classes,

especially in interpretation training courses for decades and has become a topic of avid interest to various researchers such as Lambert (1992), Murphey (1995,

2001), Shiota (2012), and Hamada (2014) However, there has been no research conducted on the effect of implementing shadowing on fluency improvement in English interpretation in Vietnam (Author: Nguyen Thi Huyen, Nguyen Thi Minh Thao, Tran Thi Dung, Nguyen Tam Trang 2020)

To sum up, the basic concept is as follows:

• Listen to the sound/ word/ text once—if you don’t have at least a general idea of what’s going on, you might be better off choosing an easier topic

• Listen to the sound/ word/ text a few more times until you are confident that whatever you still don’t understand you won’t be able to figure out from context through subsequent hearings

• Listen to the sound/ word/ text while reading the transcript and look up any words you’re not confident about

• Listen to the sound/ word/ text and repeat with a minimum delay—rinse and repeat until you can read it confidently at the same speed as the recording, then do it once more and move onto the next track

2.3.2 Pronunciation:

What is pronunciation? Pronunciation is one of the most basic and important language skills for English learners, good pronunciation creates confidence in communication People who use English with correct pronunciation can make the other person understand what they are saying, and at the same time understand the other person more easily and accurately Language skills are always closely related, and one skill supports another Correct pronunciation is therefore not only good for speaking skills, but also for better listening comprehension However, pronunciation is also a difficult skill Without constant, active guidance and practice, progress would be virtually impossible

Speaking and pronunciation both relate to the same basic activity as both try to convey meaning to the listener Having good pronunciation can help in normal communication, particularly regarding intelligibility (Jenkins, 2002) According to Katamba (1992), stress is primarily a matter of greater auditory prominence and it

is essentially a perceptual phenomenon Stressed syllables tend to have a higher pitch and longer duration than their non-stressed counterparts They may also be louder than unstressed syllables English is not a syllabic language The British

don't pronounce every letter in a word English pronunciation system Image credit: Some letters are pronounced while others are not Of the syllables that are pronounced, some are stressed and some are not That means if we pronounce all the syllables with equal force, our pronunciation will be very bad

2.3.3 Equipment and teaching aids for pronunciation:

The use of equipment to support for teaching foreign languages in general and English in particular is considered as a means of expressing a part of the main content of textbooks In all units, the textbook is a only part of pronunciation exercises In order to well perform these pronunciation exercises, learners must listen to the lesson contents on computer or TV Moreover, teaching equipment is also a important means of innovating teaching methods, motivating and stimulating for learning

* The equipment needed for the subject:

- Cassette tape transceiver

- Recorder to record students’voices

- Pictures illustrating the lesson content in the textbook

- Audio recording in your target language

- A place where you can rehearse

III Some practical solutions for an effective pronunciation lesson

1 Speech shadowing helps in better pronunciation

With speech shadowing, students listen to the language rather than only reading it They can understand the pronunciation better when they have actually heard it Also, they can grasp the accent of the target language or the language they wish to learn

2 Improves vocabulary of the target language

As they say, one believes in what their ears listen And what you believe in, retains Similarly, you can add up more words of the foreign language when you listen to it

3 Students can gain fluency of the language by using speech shadowing Since

we know that one can radically improve his vocabulary with the speech shadowing technique, once can anticipate the fluency over the language both in speaking and understanding

4 Creates an impression of the sentence structures in mind

When we are repeatedly exposed to listening something, our mind starts processing the information in the same pattern So, involuntarily we start framing the sentences in the same pattern This is similar to a child who first starts to speak and creates his own sentences according to how his parents speak

5 Imparts targeted learning

In speech shadowing, students try to match with the audio So they have a target to achieve When they have set target for themselves, the potential to perform becomes higher So is with the speech shadowing technique

6 Good implementation of pronunciation process:

+ How to read / z / : Words that end in a, e, i, o, u, b, v are read / z / Ex: please / pli:z /

Practice pronunciation (practising sound) ): Usually, there is no need to teach English pronunciation separately, students can acquire language pronunciation through listening to teachers speaking, listening to tapes and through practicing words and sentence structure However, there are some special sounds, compound sounds, that students have difficulty pronouncing or make mistakes in pronunciation We need to practice for students in the following ways:

+ Minimal pairs: - The teacher reads a pair of words out of order, asking students

to say the order of each word in that pair of words

Ex: ship or sheep

- Teacher reads different words with different pronunciation and asks students to say the number corresponding to the word with the sound there

+ Missing words: - The teacher speaks short sentences or short phrases with one word left blank Students in the class guess the sound word that the teacher wants the students to practice

Ex: The teacher lets students practice the sound /ai/

T: This is hat

S: my

T: It's for you

S: nice

T: We are thanks

S: fine

+ Making sentences: - The teacher writes words on the board, these words are written in two groups with the same sound or two sounds that are easily confused

- Ask students to make sentences with one word in group 1 and one word in group

2 in pairs - Call on students in pairs to say their sentences, paying attention to pronouncing two sounds of two words in the same sentence

Transcription: Combined with teaching students how to read, reading practice is very important Always have students read many times, practice in class Besides, always encourage children to read by familiarizing students with some basic phonetic symbols so that when learning vocabulary, especially difficult words, many syllables, teachers can transcribe some sounds that's difficult It is not necessary to transcribe all of them because this will slow the students down and take a long time

Ex: When teaching a word like the following, teachers can transcribe the word upwards This will make it easier for students to pronounce and go home You can look at the words above to practice your pronunciation better To do so, the teacher tells students the symbols such as: s, , dz,…, t ,…

7 Pronunciation knowledge

Before teaching students knowledge about sounds in English, teachers need to help students understand and distinguish 26 letters (26 letters) in the alphabet (Alphabet) with 44 phonemes in the system of sounds of the language English (44 English Sounds) When students learn to read the alphabet, that means they can spell words Meanwhile, when students know the correct pronunciation of phonemes, they can read the international phonetic transcription of words as well

as practice listening and speaking more easily

Example: 'COUNTRY'

- This word students should know: There are 7 letters C-O-U-N-T-R-Y

- This word is pronounced: /'kʌntri/ and contains 6 phonemes (/k/, /ʌ/, /n/, /t/, /r/, /i/)

During this time, teachers can create a learning atmosphere by spelling out some proper names in English and Vietnamese for students to record

7.1 Vowels

a In terms of language access

- First, ask students to identify the negative side (international sound notation) of

20 vowel sounds according to the following table:

- Based on this table, the teacher will classify and analyze the sounds and give examples of English words containing those sounds

+ Classification: Includes single vowels and diphthongs

-12 monophonic sounds: 6 short vowels (short sounds) and 6 long vowels (long sounds)

- 8 diphthongs

+ Analysis: If teachers have time, they should teach students the configuration and pronunciation of each sound when pronouncing in comparison with similar sounds The amount of steam, the position of the tongue or a part participating in the pronunciation should also be guided by the teacher (it is recommended to use pictures and videos to make it easier for students to observe) This work will help students be equipped with the ability to practice their own sounds when they have time outside of school hours Teachers can talk more about weak sounds and strong sounds to facilitate learning later on stress

+ Take examples and practice with students:

After allowing students to practice pronouncing each word to identify sounds, the teacher can select a piece of English text with an audio file or read it aloud and ask students to identify the sounds in the words

This is a table that teachers can use to guide students in correct pronunciation and identify sounds that occur in some simple words

b Regarding the rule-based approach to studying for the National High School Exam

In this part, teachers step by step guide students to know the transformation into vowel sounds of the letters (a, e, o, u, i, y) in English words The purpose of this work is to build students' detailed knowledge of phonetics From there, it helps them to be able to determine the correct pronunciation of words by themselves Especially when students know how to combine with empiricism during their own learning process, it will help them be more effective

Here is the representation of some letters (letters) and letter combinations that transform into vowel sounds in words:

1.a:

/æ/ often Hat, cat, Dad, crash, … Many, any, → /e/ /ɑ:/

/eɪ/

-ate,-ake, -ay,-ade Date, make, day,

decade,

/ɒ/ stressed syllables Want, watch, quality,

/ə/ Unstressed syllables About, again, pagoda,…

2 e:

/e/ often Pen, lend, bell, tell, …

enhance, … /ə/ Unstressed syllables Problem, open, happen,…

3 o:

/ɔ:/ Before -r Morning, sport, more,…

toe,…

/ɜ:/ Before -r Work, worse, world,…

/ə/ Unstressed syllables Today, police, polite, …

4 i:

/ɪ/ often Ship, chick, kick, kiss,…

/aɪ/ often Kind, hi, drive, bike,…

/i:/ -ine Machine, rutine, gasoline,

5 u:

/ɜ:/ Before -r Turn, burn, nurse,…

/ə/ Unstressed syllables Suggest, circus, picture,…

6 ea:

/e/ often Bread, dead, breakfast,…

/i:/

Sea, mean, beat, dream, Meant, dreamt →

/e/

/ɜ:/ Before -r Search, learn,…

9 oo:

/ʊ/

often Good, took, wood, foot, look,

/u:/ often Noon, school, too, moon, choose,… Door, floor, → /ɔ:/

10 ew:

/ju:/ often New, few, nephew,…

c Some other cases:

oe → /əʊ/ ví dụ: toe,…

uy → /aɪ/ ví dụ: buy, guy,…

ui → /ɪ/ (trừ: suit, juice, ) ví dụ: building, guitar, guilty,…

ee → /i:/ ví dụ: see, knee, bee,…

ai → /eɪ/, /eə/ ví dụ: hair, pair, paid, maid,…

ay → /eɪ/ (Trừ: says, quay) ví dụ: day, say, may, lay,…

ie →/i:/, /aɪ/, /ju:/ ví dụ: review, die, lie, ceiling, receive,…

oi/oy →/ɔɪ/ ví dụ: boy, noisy,…

oa → /əʊ/, /ɔ:/ ví dụ: road, boat, coat, soar, …

7.2 Consonants

a In terms of language access

- First, ask students to identify the sound side (international sound notation) of 24 consonant sounds according to the following table:

- Based on this table, the teacher will classify and analyze the sounds and give examples of English words containing those sounds

+ Classification: Includes 9 voiceless sounds and 15 voiced sounds

+ Analysis: If teachers have time, they should teach students the configuration and

pronunciation of each sound when pronouncing in comparison with similar sounds The amount of steam, the position of the tongue or a part participating in the pronunciation should also be guided by the teacher (it is recommended to use pictures and videos to make it easier for students to observe) This work will help students be equipped with the ability to practice their own sounds when they have time outside of school hours

+ Take examples and practice with students:

After allowing students to practice pronunciation for each word to identify sounds, the teacher can select a certain English text with an audio file or read it aloud and

ask students to identify the sounds in the words

b Some letters change sounds in words:

s /s/: see, sight, son, sorry, cats, …

(khi s đứng đầu từ, hoặc sau âm vô thanh)

/z/: has, is, nose, reason, calls,…

(khi s ở giữa 2 nguyên âm, hoặc sau âm hữu thanh)

/ʒ/: vision, pleasure, measure, occasion,… (đuôi: -sion, -sure)

/ʃ/: sure, sugar, pressure, permission (hiếm từ, đuôi: -ssion, -ssure

c /k/: cat, back, cake,… (thông thường)

/s/: rice, cinema, cell, … (khi c đứng trước: e, i, y)

/ʃ/: special, ocean, spacious,… (khi s đứng trước: –ial, -ious, -ean)

g /g/: go, gain, gun,… (thông thường)

/dʒ/: page, gym, engineer, …(trước: e, i, y) (Trừ: get, tiger, gift,

give,) /ʒ/: massage, garage (hiếm từ)